Welcome to The PLAY ProjectIntroductory Online Course

Resources Packet

The 7 Circles of the PLAY Project

The PLAY Project is a play-based early intervention program that can improve social interaction, communication, and functional development in children on the autism spectrum.

1) Ready, Set, PLAY! An Introduction to Principles and Methods  To  begin,  the  PLAY  ProjectConsultant (PPC) introduces the family to the principles and methods that will help parents understandthe program’s goals and gain skills that will  lead to improved engagement and social interaction withtheir child.

2) Understanding Your Child: Creating a Unique Profile Next, the PPC invites the family to share their

knowledge  about  their  child.  This  parent‐professional  partnership  helps  to  create  an  individualizedplan for the child. Assessment tools are used to identify the child's Neurological Comfort Zone, SensoryMotor Profile, and Functional Developmental Level. The goal is to determine the child's unique profilein order to best support the child through each stage of social and emotional development.

3) The PLAY Plan: Individualized Techniques and Activities Guided by the child’s unique profile, thePPC collaborates with the family to determine appropriate PLAY Project activities and techniques. ThePLAY Plan empowers parents  to build  their  skills  as players while  supporting  their  child  through  thestages of development. The plan is updated and changed as the child makes progress.

4) Family Guidance: Coaching, Modeling, and Feedback  During  each  home  or  clinic  visit,  the  PPC

supports the family in their role of play partner with their child.  The PPC answers questions, coachesthe  parents  as  they  play, models  the  recommended  activities  and  techniques,  and  provides writtenfeedback.  Video footage is taken of both the parent and the PPC, to be used as part of the visit review,which allows the PPC to track and measure progress.

5) Engagement: PLAY Time Between Parent and Child  Between  visits,  the  family  follows  the  PLAY

Plan’s  activities  and  techniques as  they  interact with  their  child during daily  routines and  short playsessions throughout the day. The family is encouraged to playfully engage their child 15‐20 hours perweek.  The  goal  is  to  make  every  interaction  a  good  interaction,  providing  the  intensity  needed  toimprove the child's social and emotional development.

6) Visit Review: Video and Written Feedback During  PLAY  visits,  video  is  used  to  capture  the  childplaying with  the  family  and  the PPC. After  the  visit,  the  PPC  reviews  the  video  to  assess  the  child’sprogress and  the  family’s  engagement  in PLAY Project  activities.  The PPC provides  the  family with adigital copy of the video and an updated PLAY Plan, including helpful observations and suggestions.

7) Change and Growth: Revising the Plan as the Child Develops Children are dynamic and so is the

PLAY Plan. On an ongoing basis, the PPC will reassess the child’s progress, modifying the PLAY Plan tobest meet the changing needs of the child and family.

© Richard Solomon, MD 2016

The PLAY Project Principles & Methods

© Richard Solomon, MD 2016

Functional Developmental Level Thumbnails

© Richard Solomon, MD 2016

PLAY Project Sample Techniques

Functional Developmental Levels 1-4

Simply sit at the child’s level as they play in their Comfort Zone, observing and gently joining in. Show the child you are respectful of their space and interested in their ideas.

• Follow his cues and gently keep engagement going,opening or closing one or two circles of communication

• Using simple language, describe what the child is doing:“You’re jumping high!”

• Repeat words/sounds if they say anything: “Weeee!”• Give the child what he wants (e.g. hand him toys to line

up)• Use natural motivations (e.g. turn on and off the water

faucet together)• Do not command, direct, teach

Being With

Think about engaging a variety of the senses when trying to open and close circles of communication. Often children are more socially connected when the adult engages multiple senses.

• Touch: rub the back, tickle, wrestle, rough house• Movement: Swing the child in a blanket; put the child on a

chair and spin while saying “go” then stop while saying“stop”; jumping on the bed

• Vision: Blow bubbles and watch them float• Sound: Hum and sing, drum on different surfaces• Rhythm: Clap on the child’s back with rhythm• Kinesthetic: Shake the child’s arms in rhythm

Sensory-motor play

When playing, change up the play after you have done the same pattern three times in a row. For example, here are some variations you could use to join a child’s Comfort Zone Activity of opening and closing a door.

• Open and close the door with the child• Open and close the door with a song• Put your hand in the door and close it (gently) and say

“Ouch!”• Hold the door closed until the child complains• Play peek-a-boo on the other side of the door• Use a puppet to play peek-a-boo• Bonk your head into the door & fall down

Theme & Variation

© Richard Solomon, MD 2016

PLAY Project Sample Techniques

Functional Developmental Levels 4-7

These two related techniques help the child expand their language once they begin talking at FDLs 4-5.

• When speaking TO the child, use a regular tone of voice andappropriate language. Do NOT baby talk. This helps thechild learn the natural rhythms of language.

• When speaking FOR the child, use words to express thechild’s perspective. You want to ask yourself, “What wouldthe child say if he could say what he means?” You will usesimple language that is just a little bit more complex thantheir current abilities. (e.g. if the child says, “Up,” then youwould say, “Pick me up, daddy!”)

“Speaking To” and “Speaking For” the Child

As children move into the higher FDLs, they often need help understanding their own emotions. They also need support in empathy (i.e. understanding other people’s feelings).

• Label the child’s feelings in the moment: “You’re mad yourbrother took your toy!”

• Model for the child by identifying your own feelings andusing clear facial expressions

• Draw feeling faces and ask the child questions: “I wonderwhy he’s smiling?”

• Incorporate feelings into simple and complex pretend play:a stuffed animal could knock over a tower of blocks andsay “Boo hoo! I didn’t want the blocks to fall down!”

• Explain characters’ feelings when reading books

Feelings & Empathy

As the child begins simple pretend play, you can make any object “come alive” and talk to the child. This technique models a sense of silliness and imagination.

• Make any object act like a puppet: a napkin could say, “Letme wipe your hands! What a mess!” and then tickle thechild on the sides of the face and neck

• Use a silly voice and big gestures to show that you arebeing playful

• Make a (half a) glass of milk waddle along the table like aperson and say: “Hi! Would you drink me?” or “No, no,no! Don’t drink me!!”

• Any objects that are part of your daily routine can “comealive”: shoes, pillows, a tooth brush, etc.

Everything Comes Alive

© Richard Solomon, MD 2016

PLAY Project Sample Techniques

Welcome to The PLAY Project 2016 Online Course© Richard Solomon, MD 2016

List of PLAY Project Techniques: FDL 1-4

1. Being With/Going for Affect2. Sensory-motor Play3. Theme & Variation4. Taffy Pulling5. Salient Language6. Rhythm & Music7. Sense of Humor, Suspense, Surprise8. One and Two Step Commands9. Playful obstruction10. Making them work11. Rewarding/Reinforcing12. Making behaviors purposeful13. Expectant waiting14. Going for fun15. Big, little, & micro circles16. Add a word17. Asked and answered18. Sequences/little stories19. Problem solving20. “Rabbit Hole” Techniques

PLAY Project Sample Techniques

Welcome to The PLAY Project 2016 Online Course© Richard Solomon, MD 2016

List of PLAY Project Techniques: FDL 4-71. Simple pretend play2. More complex pretend play3. Multiple circles of communication4. Feelings, Empathy5. Outings6. Using motivation7. Appropriate Language8. Essays9. Answering ‘wh’ questions10.Time Concepts11.Practicing Pronouns12.Model, Rehearse, Expect13.Theory of Mind: Puppet Play14.Social Stories15.Meta-cognitive strategies16.Everything come alive17.Mirroring/Reflecting: Feelings18.Three-way modeling19.Speaking ‘to’ and speaking ‘for’ the child20.Finishing up/completing a task21.Negotiating the relationship22.Overdramatizing

Created using the DIRSM Stages and PLAY Project Techniques 

1PLAY Project Sample Activity Guide by Level  

LEVEL GOAL ACTIVITIES

1:  Self‐Regulationand Shared Attention(calm and alert and ready for the possibility of engagement) 

To help the child sustainattention & regulation(create an optimal environment, while eliminating distractions) 

Give deep pressure on the child’s body: rollingexercise ball on body, squeezing or gentlyshaking arms/leg/hands/feet, etc.

Dancing while holding the child Tickling the child's arms, back, belly, etc. Singing, making sounds, or making faces to

capture the child's attention

2: Engagement and

Relating

To engage with the childand maintain continuousengagement

Imitation games (adult imitates the child) Peek‐a‐boo with your hands Singing to the child and pausing for his/her

engagement Tactile play (i.e. water play, rice & beans,

cooked spaghetti, play dough, squishy balls,etc.)

3: Two‐Way

IntentionalCommunication

To open and close circleswith the child and tochallenge the child toinitiate

Balloon play (i.e. hitting a balloon back andforth or blowing one up and letting it flyaround the room, etc.)

Blanket play (swinging or pulling the child inthe blanket or using it as a parachute)

Simple chase games Ready‐set‐go or 1‐2‐3 games

4: PurposefulProblem‐SolvingCommunication

To engage in long, backand forth interactions thatincludes meaningfulcommunication, problemsolving, simple pretendplay, and sequences

Asking the child to point to various body partson his/her body and on play partner's body

Begin to introduce more animal or car sounds‐ ask the child to make those sounds

Simple puppet play (i.e. making puppets opentheir mouths and say ahh or hi!)

Simple hide and seek behind a blanket

5: Creating andElaborating Ideas

(Symbols)

To encourage a betterunderstanding of one'semotions and to increasepretend play, symbolicthinking, conversational,& negotiation skills.

Playing catch Coloring together‐ and talking about what you

are coloring Mock Anger, pretend crying, pretending to be

afraid, etc. Playing doctor (keep it simple and meaningful

based on the child's experience)

6: Building BridgesBetween Ideas(Logical Thinking)

To support the child inengaging peers and adultsin complex pretendscenarios, whileappropriately respondingto the feelings and ideasof all involved. To help thechild make associationsbetween ideas.

Advanced role play: Playing house, going on apretend picnic, going on a pretend adventure,etc.

Treasure hunts, scavenger hunts, complexobstacle courses

Reading and analyzing stories/books Discussing similarities between people,

objects, or places

© Richard Solomon, MD 2016

Circle 2: Child Profile Functional Developmental Levels (FDLs)

1. Self regulation and shared attention (FDL 1)

2. Engagement (FDL 2)

3. Two-way Communication (FDL 3)

4. Complex two-way Communication (FDL 4)

5. Shared Meanings & Symbolic Play (FDL 5)

6. Emotional Thinking (FDL 6)

© Richard Solomon, MD 2016

Circle 2: Child Profile Sensory Motor Profile (SMP)

The unique way a child experiences the world through the 7 primary senses. These include:

1. Visual

2. Auditory

3. Olfactory

4. Gustatory

5. Tactile

6. Vestibular

7. Proprioceptive

© Richard Solomon, MD 2016

Circle 2: Child Profile Sensory Motor Profile Cont.

• It is important to identify how the child experiencesthe 7 senses and whether or not Sensory ProcessingDisorder (SPD) exists. If SPD is identified, werecommend an occupational therapy evaluation.

• The child’s SMP is gather through:

1. Parent interview

2. Clinical observation

3. Assessment measures

© Richard Solomon, MD 2016

Circle 2: Child Profile Comfort Zone (CZ)

• The comfort zone (CZ) is something the child does when youlet him do whatever he wants

• Is usually an attempt to keep the world the same or to self-regulate

• Typically focused on repetitive interests• Children appear to be in their own world - not ‘with us’• Examples of CZs:

o Lining up trainso Visually self stimming on wheels, lines, objectso Watching TV, videos, pressing keys on IPad, etc.o Stuck on the same topic: planets, trains, dinosaurs

© Richard Solomon, MD 2016

Information Links for The PLAY Project

For Parents

To find a PLAY Project provider near you:Click Here

For more information for Parents:Click Here

To read our FAQ for Parents:Click Here

For Professionals

Interested in PLAY Project Certification?Click Here

For Organizations

Interested in PLAY Project Workshops?Click Here

For more information on Teaching PLAY:Click Here

Learn about PLAY Project in Community Organizations:Click Here